1. It can be recognized that the simple pattern in life is obtained through the figure of axial symmetry or translational motion. You can collage or design graphics in a square, and create your favorite patterns through axisymmetric, translational and other actions.

2. Be able to put the same patterns together, determine the basic graphics of the observation results according to the reality, and describe the movement of the graphics in your own language.

3. Let students go through the process of observation, operation and cooperation, get the basic method of designing patterns with graphic movement, and develop students' spatial concept in the process of imagining graphic movement.

4. In the process of appreciating the beautiful patterns created by graphic movement, we can further feel the extensive application of axisymmetry, translation and rotation in our lives, the beauty of mathematics and the value of mathematics learning.

Second, the content arrangement and its characteristics

1. Teaching contents and functions

This is a theme activity class of "Synthesis and Practice". The purpose is to let students use the knowledge of graphic movement such as translation, rotation and axial symmetry to appreciate and create patterns, describe graphic movement in their own language, gradually develop the concept of space, feel the beauty of mathematics in life, and cultivate innovative spirit and practical ability.

These activities are divided into four levels.

The first level is to appreciate the patterns in life and realize that these patterns are obtained by axisymmetric and translational transformation of a graphic. The textbook presents four simple models here, so that students can observe from the whole to the part with a mathematical eye and find out the most basic model. Through observation and imagination, it is clear how basic graphics get the patterns they see through movement. Through this level of activities, students can consolidate the knowledge of graphic movement they have learned before, accumulate rich intuitive experience for designing patterns with graphic movement in the later period, and prepare for the methods.

The second level is to use the examples provided by the textbook to paste your favorite patterns in the box. By cutting and observing the learning tools provided in the attached pages, students can understand the shape characteristics of each graphic more clearly and provide representation support for the converted graphics. By letting students paste their favorite patterns in the square, they can apply the knowledge of graphic movement, stimulate students' creativity and develop the concept of space.

The third level allows students to design a square pattern independently by using what they have learned. This level of activities provides students with a more open creative space. The purpose is to let students accumulate more graphic sports experience, experience the methods of pattern design, feel the fun of pattern design, and further cultivate students' innovative spirit and practical ability.

The fourth level requires students to put the same patterns together. By redefining the basic graphics and analyzing the movement mode of the graphics, the same graphics can be observed from different perspectives, and then the flexibility and diversity of the basic graphics are clarified. Through mutual appreciation and communication, improve students' ability to express graphic movement in mathematical language.

2. Textbook arrangement characteristics

(1) Arrange students' practical activities step by step.

The practical activities of "little designer" focus on "design". In order to reduce students' blindness and arbitrariness in design, the teaching materials have arranged practical activities at different levels. First of all, let students observe the patterns in life and understand that some beautiful patterns are obtained by transforming basic graphics; Then let the students use the graphics provided by the textbook and the graphic movement knowledge they have learned to post their favorite patterns in the box; Then the students design their own patterns in the square; Finally, let students put the same designs together and understand the movement of graphics from different angles. This arrangement of several levels makes students experience the process of "learning-imitation-creation-re-creation", which not only embodies the comprehensive application of graphic movement knowledge and methods, but also provides more space for students' innovation and practice.

(2) Pay attention to guide students to observe from a mathematical point of view and express the movement of graphics in their own language.

The textbook presents some patterns in life, and explains that they are all obtained from a graphic through axisymmetric and translational transformation. In this way, students are naturally guided to observe from the perspective of mathematics, from paying attention to the beauty of patterns to the movement of graphics, so that practical activities are linked to mathematics learning. In addition, the process of students pasting patterns and puzzles is the process of students using the movement of graphics to create. The textbook presents two students' speeches: "This model can be regarded as right …" "We spell out a very beautiful axisymmetric figure." Finally, let the students communicate with each other and appreciate the patterns spelled out by each group of students. This arrangement not only provides an example for students to express graphic movements in language, but also provides a space for students to express and communicate independently, thus strengthening students' awareness of observing graphics in life from a mathematical perspective and enhancing their understanding in communication.

(3) Respect students' individuality and creativity, and cultivate students' innovative spirit and practical ability.

In order to respect students' personality and encourage students to create, the following measures have been taken in the arrangement of teaching materials.

First, let students choose independently. The textbook provides students with four pictures in the attached page, which provides rich materials for students to choose independently. Students can choose their favorite pictures and then put the patterns together by cutting.

Second, let students create independently. In the activity of pasting patterns, the teaching material presents a design pattern different from the original pattern, aiming at guiding students not to stick to the original pattern and make bold innovations. In the activity of letting students design their own patterns, the teaching materials no longer present examples, but only put forward requirements to encourage students to "try" and leave more creative space for students.

Third, let students combine freely. In students' spelling activities, the textbook presents two different spelling patterns: translation and axial symmetry, which reflects the diversity of spelling patterns, suggesting that students can also use other transformation forms to spell patterns.

Third, teaching suggestions

This class is a practical activity class. In order to better implement the teaching purpose, the following teaching suggestions are put forward for teachers' reference.

(1) focuses on cultivating students' ability to select and determine the basic mode from the given mode.

Only by determining the basic pattern from the complex pattern can we study how this pattern is obtained through the movement of the basic pattern. At the same time, the basic graphics determined may be different with different observation angles. Therefore, after presenting a complex pattern, teachers should first let students observe which basic pattern this pattern is transformed from, and allow students to have different views as long as it is reasonable. On the basis of affirming students' different views, we observe the basic figure selected by most students and study how it moves.

(2) Pay attention to cultivating students' concept of space.

Observing graphics from the perspective of movement not only deepens the understanding of graphic characteristics, but also cultivates students' spatial concept. Therefore, teachers should leave more room for students to imagine. When observing, designing or piecing together graphics, they should not be in a hurry to operate. Ask the students to imagine what the figure looks like after practice before operation. After the operation, let the students see if the spelled figure is the same as they imagined. At the same time, students are allowed and encouraged to observe and imagine from different angles and create the same pattern with different sports methods. In view of the limited number of figures pieced together by students, students can also use their imagination to imagine what many figures look like after movement and develop their spatial imagination ability.

(3) Encourage students to appreciate and feel the beauty of mathematics in their lives.

Understanding and appreciating the beauty of mathematics is a basic part of a person's mathematical literacy, and it is also an important motivation and method for mathematical research and learning. The core of mathematical beauty is simplicity, symmetry and strangeness, and "symmetry" is the core of mathematical beauty. The activity of "Little Designer" provides good materials for students to feel the beauty of mathematics. In teaching, teachers should not only guide students to observe from the perspective of graphic movement (the process of transformation), but also guide students to observe the visual feeling (the result of transformation) brought by moving graphics as a whole, so as to enhance the experience of mathematical beauty and feel the value of mathematical learning.

(4) Pay attention to reflection and internalization after activities.

After experiencing mathematics activities, you may not get the experience of mathematics activities, which requires students to have a process of introspection and reflection on practical activities. Therefore, after the activity, teachers should organize students to review and reflect in time, exchange experience in designing patterns, refine the basic methods of graphic movement, and talk about their own emotional experience in designing patterns. At the same time, activities should be extended to extracurricular activities, so that students can consciously observe the interesting laws in life and discover the laws of graphic movement. Students can also design some patterns by themselves and organize exhibitions and exchanges, so that students can discover beauty, appreciate beauty and create beauty in their lives.

(5) It is suggested to use 1 class hour for teaching.